Download or read book A Study of K 12 Music Educators Attitudes Toward Technology assisted Assessment Tools written by Lance D. Nielsen and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Oxford Handbook of Technology and Music Education written by Alex Ruthmann and published by Oxford University Press. This book was released on 2017 with total page 737 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have been impacted as much or more than other areas of life. Digital technologies have come to affect music learning and teaching in profound ways, influencing how we create, listen, share, consume, and interact with music--and conceptualize musical practices and the musical experience. For a discipline as entrenched in tradition as music education, this has brought forth myriad views on what does and should constitute music learning and teaching. To tease out and elucidate some of the salient problems, interests, and issues, The Oxford Handbook of Technology and Music Education critically situates technology in relation to music education from a variety of perspectives--historical, philosophical, socio-cultural, pedagogical, musical, economic, policy--organized around four broad themes: Emergence and Evolution; Locations and Contexts: Social and Cultural Issues; Experiencing, Expressing, Learning and Teaching; and Competence, Credentialing, and Professional Development. Chapters from a highly diverse group of junior and senior scholars provide analyses of technology and music education through intersections of gender, theoretical perspective, geographical distribution, and relationship to the field. The Oxford Handbook of Technology and Music Education's dedication to diversity and forward-facing discussion promotes contrasting perspectives and conversational voices rather than reinforce traditional narratives and prevailing discourses."-- $c Book jacket.
Download or read book The Oxford Handbook of Assessment Policy and Practice in Music Education written by Timothy Brophy and published by Oxford University Press. This book was released on 2019-01-02 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.
Download or read book International Handbook of Research in Arts Education written by Liora Bresler and published by Springer Science & Business Media. This book was released on 2007-01-26 with total page 1568 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing a distillation of knowledge in the various disciplines of arts education (dance, drama, music, literature and poetry and visual arts), this essential handbook synthesizes existing research literature, reflects on the past, and contributes to shaping the future of the respective and integrated disciplines of arts education. While research can at times seem distant from practice, the Handbook aims to maintain connection with the live practice of art and of education, capturing the vibrancy and best thinking in the field of theory and practice. The Handbook is organized into 13 sections, each focusing on a major area or issue in arts education research.
Download or read book Music Learning Today written by William I. Bauer and published by Oxford University Press, USA. This book was released on 2020 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: ""At the beginning of Chapter 1, I quote author Arthur C. Clarke, who wrote "Any sufficiently advanced technology is indistinguishable from magic" (1984, p. 36). To me, technology has always been somewhat magical. Growing up I liked both magic tricks and electronic gadgets. When I was very young I remember being picked out of the audience by a magician to help him with a trick, thrilled with the seemingly mystical act that he accomplished with my assistance. I loved seeing magicians live or on TV, and I borrowed magic books from the local public library to learn tricks that I tried out on my family. As I became older and obtained various technological devices, they too fascinated me with the somewhat magical (to me) things they were able to do. Two items, in particular, stand out in my memory. I acquired an analog audio tape recorder that I used to play duets with myself by recording one part and then playing it back while performing the other part live. This made practicing my euphonium so much more fun and likely increased my practice time as I worked to record the perfect "take" of each line of the various duets I had in my books! I was also excited to receive a CB radio one Christmas, which allowed me to stay in close contact, at all times of the day and night, with my best friend who had received the same gift. It augmented my social network, such as it existed in those days. In addition, it was amazing to be able to use the radio to listen to and learn from the conversations picked out of the air of people from all over. Technology had magical qualities and I loved how it allowed me to do things that were otherwise not possible, as well as things that made life more interesting and enjoyable. I still feel the same way today. ""--
Download or read book Music Technology in the Classroom written by Steven Scher and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine how technology use of Delaware music teachers was affected by accessibility, previous technology background/experience, gender, grade level, and teaching specialty area. Professional development and perceived needs for training and access were examined to determine effects on use and integration. K-12 music teachers (N=53) in the state of Delaware completed an online measure to assess these factors. Results suggest a) technology access is not an indicator of technology use, b) access to recording equipment could be an indicator of overall technology use, c) teachers received training on use and operation of certain technologies, while application and implementation were often not included and desired, and d) previous training and experience is a strong predictor of technology use.
Download or read book Teaching Music with Technology written by Thomas E. Rudolph and published by GIA Publications. This book was released on 2004 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text covers topics from MIDI and electronic keyboards to the Internet and the copyright law to most recent developments in hardware, software, and pedagogy. The accompanying CD-ROM provides end-of-chapter questions, activities and projects, lesson plans, web activities, demo programs and much more.
Download or read book Use of Web based Tools in Musical Communities from Three Perspectives written by Lindsay Fulcher and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this multi-project research was to explore uses of web-based technologies in musical communities from three perspectives. I wanted to learn how those technologies impacted musical collaboration, tools for teaching, and communication between orchestra directors. The first study was an examination of how high school string players, from an existing chamber group, viewed online music collaboration. This case study revealed that these high school students preferred to utilize technologies with which they were familiar, in particular, Facebook and Spotify. The second study determined which mobile apps Pennsylvania music teachers used in their classrooms. The questionnaire returned results from 342 app users, and 392 app non-users. In addition to a robust list of apps being actively used by K-12 music teachers, I also gained an understanding of why more than half these teachers did not use apps in their classrooms. The third study investigated uses of the Youth Orchestra Directors Facebook page and explored user perceptions of the (researcher created) page. This case study revealed that there was great interest in this Facebook page, but the page needed more activity to be helpful for the population. In addition, I gathered personal and professional attributes (via questionnaire) from these group members to learn more about who made up the youth orchestra director community. These three exploratory studies helped me understand perceptions of technology in the orchestra community from students, teachers, and youth orchestra directors. These studies also helped me recognize how much work we, as music educators, need to do to understand the impact technology has on our classrooms, particularly as technology advances rapidly.
Download or read book The New Handbook of Research on Music Teaching and Learning written by Music Educators National Conference (U.S.) and published by Oxford University Press. This book was released on 2002-04-18 with total page 1249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Featuring chapters by the world's foremost scholars in music education and cognition, this handbook is a convenient collection of current research on music teaching and learning. This comprehensive work includes sections on arts advocacy, music and medicine, teacher education, and studio instruction, among other subjects, making it an essential reference for music education programs. The original Handbook of Research on Music Teaching and Learning, published in 1992 with the sponsorship of the Music Educators National Conference (MENC), was hailed as "a welcome addition to the literature on music education because it serves to provide definition and unity to a broad and complex field" (Choice). This new companion volume, again with the sponsorship of MENC, explores the significant changes in music and arts education that have taken place in the last decade. Notably, several chapters now incorporate insights from other fields to shed light on multi-cultural music education, gender issues in music education, and non-musical outcomes of music education. Other chapters offer practical information on maintaining musicians' health, training music teachers, and evaluating music education programs. Philosophical issues, such as musical cognition, the philosophy of research theory, curriculum, and educating musically, are also explored in relationship to policy issues. In addition to surveying the literature, each chapter considers the significance of the research and provides suggestions for future study.Covering a broad range of topics and addressing the issues of music education at all age levels, from early childhood to motivation and self-regulation, this handbook is an invaluable resource for music teachers, researchers, and scholars.
Download or read book Personalized Learning written by Peggy Grant and published by International Society for Technology in Education. This book was released on 2014-06-21 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Personalized Learning: A Guide for Engaging Students with Technology is designed to help educators make sense of the shifting landscape in modern education. While changes may pose significant challenges, they also offer countless opportunities to engage students in meaningful ways to improve their learning outcomes. Personalized learning is the key to engaging students, as teachers are leading the way toward making learning as relevant, rigorous, and meaningful inside school as outside and what kids do outside school: connecting and sharing online, and engaging in virtual communities of their own Renowned author of the Heck: Where the Bad Kids Go series, Dale Basye, and award winning educator Peggy Grant, provide a go-to tool available to every teacher today—technology as a way to ‘personalize’ the education experience for every student, enabling students to learn at their various paces and in the way most appropriate to their learning styles.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Music Educators Attitudes Toward Interaction with Specific Handicapped Students in Compliance with Public Law 94 142 written by Beth Marie Nelson and published by . This book was released on 1980 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book The Effects of Music Teacher Beliefs Training and Resources on Use of Technology written by Donald W. Sorah and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this study was to compare teacher beliefs about music technology, types of teacher training in music technology, music technology resource availability, and levels of teacher use of music technology based on school socioeconomic status, teacher age, number of years teaching, and teacher gender. High-school band directors from the state of Virginia, completed a survey regarding beliefs, training, use, and access to music technology resources at their school. Comparisons were made between groups based on school size, socioeconomic status, director gender, age, and years of teaching experience. Results indicated the typical high school band director was found to- (1) either be self-taught or to have taken a college course in electronic musical instruments, (2) have no formal training in MIDI music production, (3) have no formal training or have taken a college course in digital audio production, (4) either be self-taught or have taken a college course in music notation software, (5) no formal training in technology-assisted learning, (6) self-taught in multimedia, and (7) self-taught in productivity tools. Most had access to- (1) one computer station including electronic musical instruments, (2) no MIDI music production resources, (3) one computer station including digital audio production resources, (4) one computer station including music notation software, (5) no resources for technology-assisted learning software, (6) either one station or a general computer lab for use of multimedia, and (7) a general computer lab including resources for productivity tools. In regard to personal use, the typical high school instrumental music educator was found to- (1) use electronic musical instruments on a weekly basis, (2) never use MIDI music production, (3) use digital audio production software on a monthly basis, (4) use music notation software on a weekly basis, (5) never use technology-assisted learning, (6) use multimedia on a monthly basis, and (7) use productivity tools daily. Teacher instructional use responses revealed the typical high school instrumental music educator was found to- (1) use electronic musical instruments in instruction on a monthly basis, (2) never use MIDI music production in instruction, (3) never use digital audio production in instruction, (4) use music notation software in instruction on a weekly basis, (5) never use technology-assisted learning software in instruction, (6) use multimedia in instruction monthly, and (7) use productivity tools in instruction weekly. Teachers stated their students- (1) never use electronic musical instruments, MIDI music production, digital audio production, music notation software, technology-assisted learning software, nor multimedia in class. Student were reported to use productivity tools in class. Significant differences were found in access to resources based upon school socioeconomic status with a greater access to resources primarily in schools of lower socioeconomic status (electronic musical instruments, MIDI music production, digital audio production, music notation software, technology-assisted learning software, multimedia). Also, schools of lower socioeconomic status tended to use music technology significantly more than those of moderate and higher status (teacher use of MIDI music production, teacher use of digital audio production, overall teacher use index). Female teachers had significantly higher beliefs in the effectiveness of music technology (technology-assisted learning and overall beliefs index) while male teachers had significantly more access to resources (electronic musical instruments) and used technology significantly more (teacher use of MIDI music production and student use of productivity tools). Teachers in the youngest age group had significantly more training in music technology (electronic musical instruments, music notation software, technology-assisted learning software, and overall training index) than those in the higher age group. Likewise, teachers with the fewest years of experience had significantly more training in music technology (electronic musical instruments, notation, and overall training index) than their more experienced groups. Although, teachers in the older age group had more access to MIDI music production resources. Teachers with more experience used more MIDI music production.
Download or read book Music Teachers Attitude Toward and Use of Computer assisted Instruction written by Michael E. Russo and published by . This book was released on 1994 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Foundations and Principles of Music Education written by Charles Leonhard and published by McGraw-Hill Companies. This book was released on 1972 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intent of this book is to give a systematic treatment to the total music education program. In addition to examining the historical, philosophical, and psychological foundations of music education, the book develops principles for all aspects of the operation of the music education program including program development, methods of teaching, administration, supervision, and evaluation.--Provided by authors in preface.
Download or read book Using Technology to Support Education Reform written by Barbara Means and published by . This book was released on 1993 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many critics of American education see technology as an important tool in bringing about the kind of revolutionary changes called for in new reform efforts. Consequently, support for the use of technology to promote fundamental reform appears to be reaching a new high. Following an introduction describing elements of school reform, Chapter 2 describes how technology can support the kinds of student learning described in a model of reform presented in Chapter 1. Chapter 3 describes the ways that technology can support student learning as defined by education reformers, and Chapter 4 describes ways in which technology can support teacher efforts to promote student learning. Chapter 5 reviews the literature on the effects of technology on student learning outcomes. The final chapter deals with issues of implementation for projects attempting education reform supported by technology. Three tables and two figures summarize information about technology and reform. (Contains 192 references.) (SLD)
